Animal types. Ағылшын тілі, 3 сынып, сабақ жоспары.
Lesson plan
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Learning objectives that this lesson is contributing to | 3.1.5.1 distinguish between phonemically distinct words; 3.2.1.1 make basic statements which provide personal information on a limited range of general topics; 3.5.5.1 use interrogative pronouns including: which, what, where, whose, how many, what kind of … on a limited range of familiar topics; 3.5.14.1 use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are, use prepositions of time: on, in, at to talk about days and times and no preposition last week | |||||||||||||||||||||||
Lesson objectives |
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Assessment criteria | Learners have met the learning objective (3.5.5.1 / 3.5. 14.1) if they can:
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Value links | Animal cognition | |||||||||||||||||||||||
Cross - curricular links | Introduction to science. Geography | |||||||||||||||||||||||
ICT skills | Using videos& pictures | |||||||||||||||||||||||
Previous learning | Introductory lesson | |||||||||||||||||||||||
Plan | ||||||||||||||||||||||||
Planned timings | Planned activities | Resources | ||||||||||||||||||||||
Beginning 5 mins | Greeting & Objectives Greet learners and let them take their places. Teacher presents the video; students should guess the topic of the lesson. Have learners write the date and topic of the lesson: Animal types Draw learners’ attention to the lesson objectives and make sure they all understand them: Warm up Teacher asks students “How are you?” to find out their mood at the beginning of the lesson; students choose one of the smiles they see on the slide and answer the question - Teacher introduces lesson objectives to the students. (Teacher should introduce some animals that are found in Kazakhstan. Kazakhstan is the largest landlocked (show learners on a map to understand landlocked) nation in the world but it is still home to an amazing variety of wildlife, including rare species such as the saiga antelope, red bear, snow leopard and golden eagle.) | https://www.youtube.com/watch?v=UB3XqwUiwlM PPT | ||||||||||||||||||||||
Middle 30mins | Animal Classification Learners discuss which animals live in water/on land and which have legs/no legs, and then complete a Carroll diagram. Learners match images of heads of animals to names in a Carroll diagram for classification: Place animals in the right box: Example:
Learners answer questions about habitat of animals. e.g. Where does lion live? Does camel live in the sea? Learners place toy animals or pictures of animals around the room, and then make statements about them using prepositions of location and position. (Teacher focuses on prepositions in short statements about different animals by asking learners to place animals in different places and talk about them.) For example, Where is the [the snow leopard]? It is [under] the [table]. Learners first write five sentences, then peer review to encourage working together and helping each other. Differentiation: High level students: Learners work in pairs to match sentence halves. Low level students: Learners create sentences to cut up for their partner to put together again. Eg Female and male penguins sit / on their eggs.
| PPP slide 8 DIDACTIC MATERIAL 1 DIDACTIC MATERIAL 2 | ||||||||||||||||||||||
End 5 mins | Reflection Ask students to reflect on if they feel they have achieved the learning objectives & what they liked/didn’t like about the lesson Teacher checks with questions relating back to the learning goals to ensure that students have assessed their progress fairly Good bye song Students sing a good-bye song and dance | |||||||||||||||||||||||
Additional information | ||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment – how are you planning to check learners’ learning? | |||||||||||||||||||||||
Less able students – greater support by means of prompts, visuals or writing difficult words on the board More able students – independent work on definite tasks with little/no support Allow for flexible groupings and cooperative learning, depending on the appropriateness to the task Allow for extra time for students needing it, when appropriate Give extra text or visual support to students needing extra English support Create small learning groups for students needing extra support or enrichment with the co-teacher, when appropriate | through observation | |||||||||||||||||||||||
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? | ||||||||||||||||||||||||
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson? |
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